Stanford University
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Yanhua Zheng
Lecturer
BioYanhua Zheng is a native Cantonese Speaker with more than 10 years of experience in education. She immigrated to the US in 2014 and received her combined B.A. and Masters in Chinese from San Francisco State University, one of the nations top-ranked Chinese language programs. She now lives in Palo Alto with her son and her husband. Yanhua is also an avid reader, writer, and artist.
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Xueguang Zhou
Kwoh-Ting Li Professor of Economic Development and Senior Fellow at the Freeman Spogli Institute for International Studies
Current Research and Scholarly InterestsInstitutional changes in contemporary Chinese society.
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Yiqun Zhou
Associate Professor of East Asian Languages and Cultures and, by courtesy, of Classics
BioResearch Areas:
- The Chinese family
- Comparative study of antiquity
- Reception of classical traditions in modern China -
Rebecca Zhu
Postdoctoral Scholar, Psychology
BioI am a postdoctoral fellow in developmental psychology at Stanford University, working with Michael C. Frank. Previously, I was a PhD candidate and postdoctoral fellow at the University of California, Berkeley, working with Alison Gopnik, and a lab manager at Harvard University, working with Susan Carey.
My research investigates when and how children acquire, and consequently learn from, symbolic systems such as language and pictures. In one line of research, I investigate the mechanisms underlying children’s acquisition of various kinds of non-literal language, such as metaphor and metonymy, as well as how children’s non-literal language comprehension may further guide their thinking and reasoning. In another line of research, I work with urban and rural Kenyan children to investigate the efficacy of picture-based learning materials and the validity of picture-based assessments across cultures and contexts. My work in Kenya is conducted in close collaboration with researchers and non-profit organizations in Kisumu, Mombasa, and Nairobi.
This research program is innovative and interdisciplinary: these findings not only address fundamental debates in psychology, philosophy, and linguistics (i.e., by providing empirical insight into the mechanisms underlying children’s ability to acquire and learn from symbolic systems), but also have direct implications for applied research in education, public health, and developmental economics (i.e., by improving the learning materials and assessment tools used in global early childhood development programs).
